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In 2012 and 2013, the Swedish Secretariat for Gender Research publishes a five-part series on Swedish gender studies, in which Gender Studies Education and Pedagogy is the first part. The aim is to highlight and spread knowledge about gender studies to wider circles, both within and outside universities and other higher education institutions. The publication of this series is being led by editors Anna Lundberg (Linköping University) and Ann Werner (Södertörn University), and includes a reference group of representatives from gender studies disciplines in Sweden as well as the authors who have contributed to the publications. The themes for the four following publications are: What the future holds for students of gender studies – a national alumni survey; Gender studies, politics and social responsibility; Academic challenges in writing and thought; Theoretical/methodological contributions from gender studies. It is not yet decided whether the remaining parts will be translated to English. The publications have been selected based on consultations between the series editors, the Swedish Secretariat for Gender Research, the reference group and the authors. The reference group consists of: Ulrika Jansson (Karlstad University), Jenny Björklund (Uppsala University), Stina Backman (Linköping University), Hanna Hallgren (Södertörn University), Fanny Ambjörnsson (Stockholm University), Irina Schmitt (Lund University), Erika Alm (University of Gothenburg), Gunnel Karlsson (Örebro University), Kristin Järvstad (Malmö University) and Mia Liinason (Genusforskarförbundet).

This Special Issue considers education as a social policy in its own right, from a life-course perspective and in relation to other policy areas. It recognizes the complexity of education systems and their multi-stage architecture. The volume broadens our understanding of the role of 'education as social policy' by addressing four different aspects: the importance of education providers, education as a means of social stratification, education as an interconnected regime component and public opinion on education as an important foundation of welfare state policies and a prerequisite for their sustainability in the long run. From a theoretical perspective, all authors critically engage with the social investment state approach that sees in education and training investment the lynchpin of a pre-distribution agenda protecting individuals from the new social risks of a competitive, knowledge-driven economy. The examples provided in this Special Issue expose the multifaceted role of education as social policy, drawing attention to both its formative and stratifying function across a number of European welfare states.

This report aims to help the government of Armenia and its stakeholders develop a strategy for the tertiary education sector. It uses the methodology of SABER – Tertiary Education (SABER-TE), which is a diagnostic tool to assess how education systems perform and to identify priorities for reforms at the national level. The methodology and this report are part of the World Bank's systems approach for better education results (SABER), which benchmarks education systems at the country level. SABER uses an extensive questionnaire to collect data on the policy environment for tertiary education. The questionnaire is populated through an analysis of the most recent versions of relevant legislation, policy documents, and reports on the sector. The SABER team also carried out fieldwork in Armenia between July 2018 and March 2019 with visits to several universities, government agencies, and other stakeholders. After data collection for Armenia was complete, the policy dimensions were scored on a rubric. This report proceeds as follows. First, the authors describe the context of the tertiary education system in Armenia. In the seven sections that follow the authors proceed with scoring each of the seven policy dimensions in turn, and in the conclusion they offer a few general observations and recommendations about tertiary education in Armenia.

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Although the international school program has been cancelled by the government of Indonesia, it seems that the society's need of an international standard school is still emerging. It can be shown from the enthusiasm of students' parents to urge their children to enroll to international standard school set up by private institution. This paper is intended to give insights on the discussion about conceptualization of bilingual education; sets of goals of bilingual education. This discussion is provided with a wide range of research studies on several issues related to bilingual programs which have been conducted in several places, for instance, studies on what benefits the students will get through bilingual education or on the way around what disadvantages will the students face with the implementation of bilingual program, teacher or student perception on bilingual instruction, strategies of teaching and learning through two languages, the effects of bilingual education on the student academic achievement and some more other prominent studies.

Distance education in foreign languages in the United States has grown in a piecemeal, uncoordinated fashion, and it remains marginal to both distance education more generally and to the bulk of foreign language instruction throughout the country. One handicap, arising from very limited demand in business for foreign language skills, is the lack of the innovative development in the corporate sector of the kind that advances other distance learning. A major national need for adult-oriented, individual language-learning facilities remains unmet, particularly materials and facilities for remediation and maintenance of decaying language skills. Within the formal education system, distance education reaches a small fraction of all language learners and has less impact on current instructional practice than might be expected. To remedy this situation, attention must be given to upper-level skill instruction, the production of flexible modules of less than full course length, extension into the less commonly taught languages, the provision of opportunities for interactions rich in cultural context, and the adoption of a common research agenda.

The quality and availability of labour is important for the performance of ports. In sights from cluster theories are relevant for analysing training and education in ports, as ports can be regarded as clusters. In general, labour in clusters is relatively mobile, education services in clusters are relatively good and employees have a high willingness to invest in specific skills. However, skilled and talented labour still may be scarce, especially in regions with tight labour markets. Thus, in many clusters, including port clusters, firms and governments actively aim to improve the quality of labour. This paper presents an analysis of these efforts of firms and governments to improve the quality of the labour force in three seaport clusters. In this paper the concept of a 'training and education regime' is presented as an approach to analyse efforts of firms and governments to improve the quality and availability of labour. Important results of three case studies include first, the observation that the quality of training and education regime differs substantially between clusters. Second, the presence of a regime manager in Rotterdam adds to the quality of Rotterdam's training and education regime. Such an organisation may be effective across countries and clusters. Finally, the presence of leader firms, willing to invest in training and education also improves an education regime.

There is a long standing and commonly held belief amongst the adventure education community that adventurous experiences offer particular advantages for promoting personal development and pro-social behaviour. Much of the philosophy surrounding this belief originates from the teachings of the German educationalist Dr. Kurt Hahn. Much of Hahn's philosophy stemmed from his observations of what he termed as the 'decline of modern youth' in Germany during the 1920's. These observations, coupled with the view that young people's development should centre on education for active citizenship, formed the basis of Hahnism, which essentially promotes the use of adventure and challenge as a medium for learning and survival. Dr. Hahn's legacy remains to this day, primarily with continued success of the Outward Bound movement and Gordonstoun School in Scotland. Furthermore, Hahn's philosophy has guided the enduring belief of adventure educators that outdoor and adventurous experiences, when facilitated appropriately and effectively, can provide a catalyst so powerful that it may elicit positive behavioural change amongst disaffected populations. Many of us working in adventure education will reflect on experiences in the outdoors that have been so significant that they literally change the way we think and behave. This philosophy is the bedrock of adventure education as an intervention for disaffected populations, with the central tenet being positive behavioural change. The aim of this chapter is to draw on some of literature that has formed the contemporary approach to dealing with disaffection. We will draw upon related disciplines such as clinical psychology, mentorship and counselling and consider the idea that it is the responsibility of the educator to move toward a philosophy of accountability. We live in a culture where securing funding and encouraging investment in dealing with disaffection is ever more challenging. This presents us with the demand to provide evidence that our undertakings in working with disaffected populations is actually doing what we say it is doing. This need for validity of practices could be seen by many to be negative with the idea of accountability being seen as a threat to our operations that we might have been doing well for years. We might believe that we 'just know' that adventure education can change people's perceptions, attitudes and behaviour and that our anecdotes and experiences are enough justify this. Many practitioners have great stories of the 'bad kid turned good' as a result of personal growth and social development; and we know that adventure education is particularly effective at promoting these personality characteristics. As history has shown however, it is often the politicians and the economic climate that dictate the availability of funding for programmes in social care and public services. With this in mind there is a growing sentiment that adventure educators should aim to provide evidence that beneficial behavioural change is brought about by effective use of adventure education.

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.